[CAT 2] - Final Exam Guide - Everything you need to know! (63 pages long)

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UCSD
CAT 2
FINAL EXAM
STUDY GUIDE
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--LECTURE--
“A House is Not a Home”
CAT 2, Winter 2017
Dr. Phoebe Bronstein
Home, “Finding Dory”
What ideas of home do you get from the trailer?
Home is where your family is
A yearning for home; nostalgia
Not an actual physical location, but a feeling
Home is…
What do you think when you hear home?
Being surrounded by family and people you care about
Good food
What does home mean/look like to you? A place? A feeling?
A house, apartment, etc.
Are you going ‘home’ for the holidays?
Do any technologies help you feel at home? Or, construct your idea of home?
Screen to home (video call)
Music
Is home about people? Can it be mobile?
What do we mean when we say “home” in reference to technology?
What is this class about?
Home as a representation
Home as a real physical place that TV existed in/was built for
Home as an ideology (or organizing idea)
Set of ideas/beliefs that structure your sense of world; organized system
of thoughts that naturalize through repetition and affirmation
Ie. boys like blue or girls need to be saved
But this class is also about…
American History and how and to what end we tell stories about Americanness
We looked critically at how historical narratives are constructed, probing
them for weakness and false assumptions. We learned to ask whose
interest a given narrative served, and what tools different historians has
used to come their conclusions” (Lee).
Race and gender and how ideas about both circulate in pop culture
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We take for granted in this class that racism is systematic. We will not argue
about whether racism, classism, sexism, homophobia, and/or transphobia are
real in this course.
Goals: Critical Thinking & Media Literacy
Think critically about visual and written texts (like TV! And, academic articles)
Identify and understand explicit and implicit arguments
Understand how different kinds of arguments are constructed, how visual
arguments persuade, and why some parts of an argument might not be visible or
open to debate
Write effective and ETHICAL arguments
Not okay to be dismissive
Part of the class is how to articulate your ideas better
View arguments with respect
Properly cite text and arguments fairly and effectively
Practice appropriate means of documenting
What is Television?
Entertainment, a source for news, a screen that relays stories and images
Why TV? (According to Jason Mittell)
“Television is an enormously profitable industry.
“Television is part of democracy, informing American citizens and serving their
public interests through news and electoral coverage, and governed by public
policy decisions and regulations.”
“Television is unique creative form, with a distinct narrative structure and set of
genres that distinguish it from other media/”
“Television is a mirror of our world, offering an often-distorted vision of national
identity, as well as shaping our perceptions of various groups of people.”
“Television is part of our lives, as viewing and talking about television plays a
central but underexamined role in our everyday routine.”
Intro to TV Studies & History
Television becomes a mass medium in the post-war period (by 1955, ⅔ of
American homes had TVs and by 1960 90% of Americans had TVs.)
TV’s rise was tied to:
The rise of the suburbs
Decline of movie-going
Post-war consumer culture
Levittown (on Long Island) even offered Admiral Televisions built into the mass
produced homes
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Document Summary

Not an actual physical location, but a feeling. Being surrounded by family and people you care about. Home as a real physical place that tv existed in/was built for. Home as an ideology (or organizing idea) Set of ideas/beliefs that structure your sense of world; organized system of thoughts that naturalize through repetition and affirmation. Ie. boys like blue or girls need to be saved. American history and how and to what end we tell stories about americanness. We looked critically at how historical narratives are constructed, probing them for weakness and false assumptions. We learned to ask whose interest a given narrative served, and what tools different historians has used to come their conclusions (lee). Race and gender and how ideas about both circulate in pop culture. We take for granted in this class that racism is systematic. We will not argue about whether racism, classism, sexism, homophobia, and/or transphobia are real in this course.

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